In: k:ON -Kölner Online Journal für Lehrer*innenbildung, 2020, vol. 2, no. 2, p. 153-171
Multi-professional cooperation addresses the increased school complexity in inclusive contexts. On this basis, the preparatory seminar “Inclusion – Cooperation in Multiprofessional Teams in Primary School” was designed at the University of Cologne. It is a cooperation project between Educational Sciences, Special Education, the Center for Teacher Training and the Center for Practical...
|
In: International Journal of Bilingual Education and Bilingualism, 2020, p. 1-17
At least since the UN Convention on the Rights of People with Disabilities, deaf children worldwide have a right to education not only in the spoken and written language of their country, but also in the national sign language. The pedagogical use of a sign language in European schools for the deaf began in the 1980s and has since evolved significantly. This paper presents a survey of 39...
|
In: Frontiers in Psychology, 2019, vol. 10, p. 1-14
The aim of this study was to investigate the consistency between the self-reports and teacher ratings of students’ emotional and social inclusion at school as well as for their academic self-concept. The German version of the Perceptions of Inclusion Questionnaire (PIQ) was administered to 329 grade 8 students (50.8% female, Mage = 14.5 years, SDage = 0.5 years) and their teachers. First,...
|
